Stuff it took me 20 years to learn – and I’m still trying to figure out
1. Learning is volitional. It cannot be mandated. We can teach, but each person decides for him- or herself what will be absorbed and integrated.
2. What’s taught in the classroom is only the starting point for knowledge-acquisition and skill mastery. Deep learning happens when class is over – the space for real world application and practice.
3. Motivation to learn influences how much work a person is willing to put into self-directed learning and mastery.
4. People are most motivated to learn things that are of direct interest and relevance.
5. Motivation is a state, not a trait. Motivation is largely a product of how we (instructors) engage students.
6. We can amplify students’ engagement by giving them an authentic and substantive voice in co-creating curricula.
7. Paragogy and heutagogy, emerging theories of teaching and learning, point to decentred learning, self-determination, and peer-to-peer learning as core to 21st Century education.
What might paragogical teaching look like in a post-secondary classroom? In this Acclaim interview with Maegan Stephens (Public Speaking as an “Interactive Democracy”), Professor Stephens describes how:
I give them a ballot of issues to vote on, including the content of the speeches they will give, how they will be graded, and class policies on cell phone use and on attendance. I also ask them if they would prefer to spend class time doing activities, watching speeches, hearing me lecture, or a combination.
I try to ask as more as more of a moderator and facilitator than as a lecturer. This kind of interaction, advances the aspects of debate and speaking oriented pedagogy on day one. It is not so much about flipping the classroom as it is about reversing the authority and changing the professor student dynamic, and encouraging my students to take more responsibility for their classroom.
Love it. Can’t wait to try it.